Grade 8 Curriculum Map
Unit 1: The Challenge of Heroism (Suggested Time: 8 weeks)
Reading
Goals: To analyze and synthesize a variety
of texts to develop an original definition of
hero
Embedded Assessments
1: Writing a Hero’s Journey Narrative
2: Writing a Definition Essay
Key Texts: Excerpts from A Wrinkle in Time,
excerpts from The Odyssey, “A Man,”
“Sonnet 116,” “Where I Find Heroes,”
Excerpt from White House Funeral Sermon
for Abraham Lincoln, “O Captain, My
Captain!” “Frederick Douglass,” Excerpt
from The Narrative of the Life of Frederick
Douglass, an American Slave, “A Definition
of a Gentleman”
Vocabulary
Goals: To create an original illustrated
narrative based on the Hero’s Journey
Archetype
To develop expository texts using strategies
of definition
To analyze and evaluate expository texts for
ideas, structure and language
Genres: novel excerpts, film clips, a short
story, narrative poetry, poetry, articles, an
autobiography excerpt, an essay
Writing and Research
Essential Questions
What defines a hero?
How does the Hero’s Journey
archetype appear in stories throughout
time?
Targeted Language Arts Florida Standards
LAFS.8.RL.1.1, 1.2, 1.3, 2.4, 2.5, 4.10;
LAFS.8.RI.1.1, 1.2, 2.4, 2.5, 2.6, 4.10;
LAFS.8.W.1.2, 1.3, 2.4, 2.5, 3.7, 3.8, 3.9, 4.10;
LAFS.8.SL.1.1, 1.2, 2.4, 2.5, 2.6;
LAFS.8.L.1.1, 1.2, 2.4, 2.5, 2.6
Focus Areas: Narrative, Expository
Language and Writer’s Craft
Focus Areas: Revising and Editing, Verbs
and Mood, Transitions and Quotations
Speaking and Listening
Sharing and Responding in Writing Groups
Sharing and Discussing Textual Evidence
Collaborating for a Presentation
Collaborating to Apply an Archetype
Collaborating to Analyze Texts
Academic: context, technique, synonyms,
antonyms, formal, concise, function, negation
Literary: archetype, imagery, setting, point of
view, conflict, protagonist, mood, plot, pacing,
epic, tone, diction, denotation connotation,
nuance, definition essay, allegory, coherence,
thesis
Additional
Assessment
Opportunities
Narrative Writing Prompts: Activities 1.6, 1.7, 1.9
Expository Writing Prompts: Activities 1.13, 1.14, 1.16, 1.17
Citing Textual Evidence: Activities 1.3, 1.6, 1.7, 1.9, 1.12, 1.13, 1.14, 1.16
Creating Visuals: Activities 1.4, 1.6, 1.7, 1.9
Presentation: Activity 1.11
Reader/Writer Notebook and Key Ideas and Details Questions: ongoing
Unit Assessment: online
Grade 8 Curriculum Map
Unit 1 Pacing and Planning Guide
Dates
First Nine
Weeks
SpringBoard Activities
Unit 1
The Challenge of
Heroism
Differentiation for Student
Needs




An idea for differentiating
instruction when the text
is more complex, is to
complete the activities that
accompany a specific text
as a whole group with
teacher modeling chunking
material and eliciting
responses from students.
Ex. The Drummer Boy of
Shiloh, The Odyssey
Teacher could elect to
substitute less complex
text to illustrate the
various stages of the
Hero’s Journey Archetype
Use video clips to
introduce concepts or
challenging texts.
Give a mini-lesson on
genre and sub-genre in
literature and writing.
(Define
informative/expository
essay, narrative essay, and
argumentative essay).
This will help they keep
District Expectations and
Opportunities for Additional Instruction
Use District Reading Assessments at teacher’s discretion (pretest/ post-test, formative assessment, to model reading
strategies, etc.).
Suggested use of supplemental instruction in grammar,
conventions, and technology (Microsoft Word, basic typing and
publishing skills).
A strategy for incorporating grammar mini-lessons a bell
ringers is to use the mentor sentence strategy.
(provide a model sentence, students copy and notice
grammar/conventions, label punctuation/parts of speech,
students imitate the model sentence, students revise original
sentence, students edit their own sentences.
http://middleschoolteachertoliteracycoach.blogspot.com/2013/09/usingmentor-sentences-to-improve.html
Articles of the week can provide additional support for FSA.
Some suggested sites:
http://vms.vale.k12.or.us/articles-week
https://www.engageny.org/
https://newsela.com/
(For NewsELA create a sign in and the site contains articles with
the ability to differentiate, contains quizzes, and contains
writing prompts) New articles appear daily.
Begin building Vocabulary/Literary terms notebook.
Days 1-5
Activities 1.1-1.4
Understanding
Challenges, Opening
with Imagery, Visual
Techniques
1.1-.5 day
1.2-1.5 days
1.3-2 days
1.4-1 day
Days 6-17
Activities 1.5-1.9
Understanding the
Hero’s Journey
Archetype, Departure,
The Initiation, Language
and Writer’s Craft:
Revising and Editing,
The Return
1.5-3 days
1.6-2 days
1.7-3 days
1.8-2 days
1.9-2 days
Days 1820
Day 21
Embedded Assessment 1
Days 2227
Physical and Emotional
Challenges, Definition
track of the different types
of writing that they will
focus on.
Activity 1.4 could use a
commercial as opposed to movie
clips to demonstrate the
film/visual techniques in order to
conserve time. This allows activity
1.4 to be done in 1 period instead
of 2.
In activity 1.5, the whole movie
Batman Begins or the selected
movie clips can be used to
illustrate the framework of the
Hero’s Journey Archetype in
conjunction with the graphic
organizer. Pause to allow
students time to complete graphic
organizer.
As a precursor to activity 1.8, the
teacher might want to use an
exemplar paper to model revision
and editing as a whole class
before the students work with in
groups with their drafts.
Writing a Hero’s Journey
Narrative
Activities 1.10-1.11 The
Nuance of Tone
Model TP-CASTT before having
the students complete 1.12 using
Suggested Commercials for framing, angle, lighting
https://www.youtube.com/watch?v=45Vok2fM7Lg
(Jeep Commercial w/singing animals)
https://www.youtube.com/watch?v=nVM5xXbUOtY
(Optus w/singing animals)
*Commercials could also introduce persuasive techniques.
What message(s) does the commercial give the viewer?
http://ed.ted.com/lessons/what-makes-a-hero-matthew-winkler
(Video to explain the Hero’s Journey Archetype)
Model/create a writer’s checklist as a whole group.
https://www.youtube.com/watch?v=OOgYKm-h3gU
(Shmoop video writing a narrative)
To add to the tone activity, students could create sentences
using the words from the activity to illustrate the meaning of the
words.
Activity 1.13 prezi slideshow
http://prezi.com/rv68zwx9f44w/writing-a-definition-essay/
Strategies, Historical
Heroes: Examples
Activities 1.12-1.14
1.12-2 Days
1.13-1 Day
1.14-3Days
another poem: suggested Mocco
Limping
Mocco Limping is available in a PDF online
http://www.history.com/news/the-twin-towers-high-wirewalk-40-years-ago ( informational text)
Model SOAPStone using another
piece of informational text.
https://www.youtube.com/watch?v=mAZppPSbxxs
(you tube video)
Article: Twin Towers High-Wire
Walk, 40 Years Later
If time permits, view
accompanying video clip showing
Phillip Petit’s walk
Activity 1.13 may be difficult to fit
into 1 period without leaving out
some of the steps.
Day 28
Days2931
Days 3233
Language and Writer’s
Craft: Transitions and
Quotations
Activity 1.15-2 Days
Negation Strategy for
Definition, Expository
Writing Focus:
Organization
Activities 1.16-1.17
1.16-1 Day
1.17-2 Days
Embedded Assessment 22 Days
Use RADCAB (relevancy, appropriateness, detail, currency,
authority, bias) as well as
If there is time left in the 9 weeks,
you could pull in some more
poetry to work on TPCASTT (Still
I Rise by Maya Angelou) and also
continue grammar mini lessons.
Writing a Definition Essay
http://ed.ted.com/lessons/comma-story-terisa-folaron
(comma usage video)
Grade 8 Curriculum Map
Unit 2: The Challenge of Utopia (Suggested Time: 8.5 weeks)
Reading
Goals: To analyze a novel for archetype and
theme
a
To analyze and evaluate a variety of
expository and argumentative texts for
ideas, structure, and language
Genres: an essay, a short story, a novel, an
informational text, articles
Embedded Assessments
1: Writing an Expository Essay
2: Writing an Argumentative Essay
Essential Questions
Writing and Research
Goals: To develop informative/explanatory
texts using the comparison/ contrast
organizational structure
To develop effective arguments using
logical reasoning, relevant evidence, and
persuasive appeals for effect
Focus Areas: Expository, Argumentative
To what extent can a perfect or ideal
society exist?
Language and Writer’s Craft
What makes an argument effective?
Goals: To understand the use of active and
passive voice
Targeted Language Arts Florida Standards
LAFS.8.RL.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.9, 4.10;
LAFS.8.RI.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.8;
LAFS.8.W.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.7, 3.8, 3.9, 4.10;
LAFS.8.SL.1.1, 1.3, 2.4, 2.6;
LAFS.8.L.1.1, 1.2, 1.3, 2.4, 2.5, 2.6
Vocabulary
Academic: compare/contrast, utopia,
dystopia, argument, debate, controversy,
research, search terms, universal, seminar,
Socratic
Literary: antagonist
Additional
Assessment
Opportunities
Focus Areas: embedding direct quotations,
active and passive voice, maintaining voice
and mood
Speaking and Listening
Sharing and Responding in Writing Groups
Sharing and Discussing Textual Evidence
Collaborating for Research
Collaborating for Debate
Argumentative Writing Prompts: Activities 2.13, 2.15, 2.16
Expository Writing Prompts: Activities 2.2, 2.3, 2.5.2.7, 2.9
Citing Textual Evidence: Activities 2.2, 2.3, 2.5, 2.6, 2.7, 2.8, 2.11, 2.13, 2.15, 2.16
Creating Visuals: Activities 2.4, 2.5
Socratic Seminar/Discussion/Debate: Activity 2.6, 2.8, 2.12, 2.17
Annotated Bibliography: Activity 2.16
Reader/Writer Notebook and Key Ideas and Details Questions: ongoing
Unit Assessment: online
Grade 8 Curriculum Map
Unit 2 Pacing and Planning Guide
Dates
SpringBoard Activities
Second Nine Unit 2
Weeks
The Challenge of Utopia
Differentiation for Student
Needs
District Expectations and
Opportunities for Additional Instruction
Use District Reading Assessments at teacher’s
discretion (pre-test/ post-test, formative
assessment, to model reading strategies, etc.).
Suggested use of supplemental instruction in
grammar, conventions, and technology (Microsoft
Word, basic typing and publishing skills).
A strategy for incorporating grammar mini-lessons
a bell ringers is to use the mentor sentence strategy.
(provide a model sentence, students copy and notice
grammar/conventions, label punctuation/parts of
speech, students imitate the model sentence,
students revise original sentence, students edit their
own sentences.
Articles of the week can provide additional support
for FSA. Some suggested sites:
http://vms.vale.k12.or.us/articles-week
https://www.engageny.org/
https://newsela.com/
(create a sign in and the site contains articles with
the ability to differentiate, contains quizzes, and
contains writing prompts) New articles appear
daily.
Begin building Vocabulary/Literary terms
notebook.
Days 1-2
Days 3-4
Expository Writing:
Compare/Contrast
Activities 2.1-2.2
2.1-.5 day
2.2-1.5 days
Utopian Ideals and Dystopian
Reality
Activity 2.3-2 days
Preview the unit
Scaffold compare/contrast using
real world examples. Use
brainstorming and introduce
graphic organizers to use for
compare/contrast. Ex. Venn
diagram, T-chart, etc.
Activate background knowledge
about utopia/dystopia. Brainstorm
possible types of utopias. Have the
students work in groups to create
their own utopian society
Create a writing folder (portfolio) containing
resources in which all final drafts of student works
are kept.
Suggested resources: list of transition words,
graphic organizers, writing frames, rubrics, PEEL
paragraph writing strategy.
DVD 2081 (from izzit.org)
Adaptation of Harrison Bergeron
Days 5-10
Days 11-16
Days 17-18
Days 19-20
Days 21-28
Days 29-30
developing rules/norms. Share
with the group. Is it possible to
have a perfect society?
Understanding a Society’s Way of The Giver: When reading The Giver
Life, Contemplating Conflicting
use audio CD’s to model fluency
Perspectives, Questioning Society and reading with expression.
Activities 2.4-2.6
2.4-2 days
2.6 Introduce Socratic Seminar and
2.5-2 days
model and/or show video
2.6-2 days
demonstrating the strategy.
A Shift in Perspective: Beginning
the Adventure, Navigating the
Road of Trials, The End of the
Journey
Activities 2.7-2.9
2.7-2 days
2.8-2 days
2.9- 2 days
Embedded Assessment 1-2 days
Understanding Elements of
Argumentation
Activities 2.10-2.11
2.10-.5 day
2.11-1.5 days
Don’t Hate-Debate!
Activities 2.12-2.16
2.12-2 days
2.13-1 day
2.14-1 day
2.15-2 days
2.16-2 days
Activities 2.17-2 days
Provide the students with a copy of
the stages/steps of Hero’s Journey
Archetype from the graphic
organizer on p.16 (can be
downloaded as a PDF and copied
and pasted)
Write an Expository Essay
Review the differences in claim,
evidence, and reasoning. Review
argument essay rubric. Provide a
mini-lesson on writing a good
thesis statement.
Activity 2.12 would take longer due
to the debate and having to
teach/scaffold this activity.
Teacher could select a topic and
sources of informational text to use
this activity as a practice exercise
for FSA Writing.
https://www.youtube.com/watch?v=6pGVR6ZF_2M
(video on conducting a Socratic Seminar)
Watch again the Hero’s Journey video
http://ed.ted.com/lessons/what-makes-a-hero-matthewwinkler
https://www.youtube.com/watch?v=8wxE8R_x5I0
(video thesis statements)
https://www.youtube.com/watch?v=-lzGy5gizKg
(video argumentative writing)
Ethos, pathos, and logos video
https://www.youtube.com/watch?v=O2dEuMFR8kw
On the Springboard homepage (teacher resources)
there are a few Writing Workshops that deal with
argumentative writing. Other great Writing
Workshops are located in different grade levels that
we have access to (7th and 6th).
Numerous graphic organizers exist on the internet
for argumentative writing.
Days 31-32
Embedded Assessment 2
Teacher may want to provide a list
of topics to choose from for the
debatable essay Embedded
Assessment.
Philosophical Chairs strategy
(which is an AVID strategy) could
be incorporated for debating.
http://ed.ted.com/lessons/comma-story-terisa-folaron
Continue to conduct grammar mini-lessons
http://www.d120.org/assets/
1/avid/Using_Philosophical_Chairs.pdf
Grade 8 Curriculum Map
Unit 3: The Challenge to Make a Difference (8 weeks)
Reading
Goals: To analyze the development of a
theme or central idea of a text
Genres: memoirs, poetry, a children’s book,
film clips, a drama excerpt, novels, a diary
excerpt, a speech excerpt, informational
texts, an article
Key Texts teacher-selected Holocaust
narratives, excerpt from Night, “First They
Came for the Communists,” Terrible Things:
An Allegory of the Holocaust, film clips from
Life is Beautiful, excerpts from The Diary of
Anne Frank, excerpt from The Boy in the
Striped Pajamas, excerpt from The Diary of
a Young Girl, excerpt from Elie Wiesel’s
Nobel Peace Prize Acceptance Speech, from
Do Something! A Handbook for Young
Activists, “Famine as a Weapon…It’s Time to
Stop Starvation in Sudan”
Embedded Assessments
1: Presenting Voices of the Holocaust
2: Presenting a Multimedia Campaign
Essential Questions
Writing and Research
Goals: To research an issue of national or
global significance
To create an informative and persuasive
multimedia presentation
Focus Areas: Narrative, Expository
Why is it important to learn about the
Holocaust?
How can one person make a
difference?
Targeted Language Arts Florida Standards
LAFS.8.RL.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.7, 3.8, 4.10;
LAFS.8.RI.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.7, 3.8, 4.10;
LAFS.8.W.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.7, 3.8, 3.9, 4.10;
LAFS.8.SL.1.1, 1.2, 1.3, 2.4, 2.5, 2.6;
LAFS.8.L.1.1, 1.2, 1.3, 2.4, 2.5, 2.6
Language and Writer’s Craft
Goals: To strengthen writing through the
effective use of voice and mood
Focus Areas: Voice and Mood for Effect,
Participial Phrases, Clauses
Speaking and Listening
Goals: To engage effectively in a range of
collaborative discussions
Engaging in Literature Circles
Collaborating for Researching and Presenting
Viewing Diverse Media
Vocabulary
Academic: communication, resume,
euphemism, slogan, campaign, media,
media channels, target audience, evaluate
Additional
Assessment
Opportunities
Literary: enunciation, call to action, found
poem
Narrative Writing Prompt: Activities 3.8
Expository Writing Prompts: Activities 3.5, 3.9, 3.10
Argumentative Writing Prompts: Activity 3.15
Citing Textual Evidence: Activities 3.3, 3.4, 3.5, 3.6, 3.10, 3.11, 3.12, 3.15, 3.17, 3.18, 3.19
Presentation: Activity 3.7, 3.8, 3.11
Research/Investigation: Activities 3.14, 3.16
Reader/Writer Notebook and Key Ideas and Details Questions: ongoing
Unit Assessment: online
Grade 8 Curriculum Map
Unit 3 Pacing and Planning Guide
Dates
SpringBoard Activities
Third Nine
Weeks
Unit 3
The Challenge to Make a
Difference
D1-3
Collaborating to Preview
Holocaust Narratives,
Understanding Literature Circle
Discussions
Activities 3.1-3.3
3.1-.5 day
3.2-1.5 days
3.3-1 day
Differentiation for Student
Needs
District Expectations and
Opportunities for Additional Instruction
Continue the same game plan as in unit 1 and 2 for
meeting district expectations and teaching the standards.
Activity 3.3 could be done as a
whole-class activity to model the
literature circles as opposed to
separate groups.
Literature circles could also be
done using short stories or articles
as opposed to novels. Review
roles of Literature Circles.
Practice Preparing for Discussions
(expectations as a speaker,
expectations as a listener) p.163.
Use double entry journal to note
key points by speakers.
Could use Jigsaw strategy
Some Suggested Holocaust Narratives:
Passage to Freedom by Ken Mochizuki
The Boy on the Wooden Box by Leon Leyson
Night by Elie Wiesel
A Holocaust Narrative by Jack Adler
Child of the Holocaust by Jack Kuper
Days 4-6
Days 7-12
Making Thematic Connections,
Analyzing an Allegory
Activities 3.4-3.5
3.4-2 days
3.5-1 day
Dangerous Diction, Exploring
the Museum, Presenting Voices
Activities 3.6-3.8
3.6-1 day
3.7-2 days
3.8-3 days
Video Documentaries could be
used to differentiate instruction or
to supplement the literature
circles.
Model Chunking, choral reading,
and close reading strategies
https://www.youtube.com/watch?v=g2bahri0kbw
(CNN documentary survivors of Auschwitz)
Activity 3.7 may take an additional
day depending on research.
Several you tube videos contain useful Holocaust
background information.
Review diction, connotation, and
denotation
Research project in Activity 3.8 will need internet
access to look at the Holocaust Memorial Museum
site. http://www.ushmm.org/
Terrible Things: An Allegory of the Holocaust by Eve
Bunting (picture book)
Guided research
Days 13-19
Days 20-21
Days 22-25
Finding Light in Film, Dramatic
Tone Shifts, The Wrong Side of
the Fence, Creating a
Memorable Opening
Activities 3.9-3.12
3.9-2 days
3.10-2 days
3.11-2 days
3.12-1 day
Embedded Assessments 1-2days
Presenting Voices of the
Holocaust
Making a Difference, Never
Forget, Never Again
Activities 3.13-3.15
3.13-.5 days
3.14-1 day
Suggestion: Use Life is Beautiful
clips as a mini-lesson for the
contrast between mood and tone.
The overall tone is serious
(backdrop of Holocaust) while the
mood can be humorous at times.
3.11 Miep’s Interview
https://www.youtube.com/watch?v=aDU34fvA9C4
Life is Beautiful: film clips from DVD
The Diary of Anne Frank DVD
The Boy in the Striped Pajamas DVD
To supplement or replace the
embedded assessment the
students could create a found
poem with the theme “finding light
in darkness” and present that to
the class.
Activate Prior knowledge about
public service and responsibility to
help others.
Review key elements of conducting a panel
discussion (talking points, details from text,
commentary/analysis, and discussion questions.
3.15 video https://www.youtube.com/watch?v=_lJ8wx-MBo
(Elie Wiesel)
https://www.youtue.com/watch?v=mAywDN3dYJU
(Elie Wiesel Night trailer)
3.15-2 days
Days 26-31
Days 32-35
Students Taking Action, From
Vision to Action, Examining
Media Campaigns, Raising
Awareness
Activities 3.16-3.19
3.16-2 days
3.17-2 days
3.18-1 day
3.19-1 day
Embedded Assessment 2-4 days
Presenting a Multimedia
Campaign
Students can do a
compare/contrast with North
Korea and Holocaust Germany
based on the videos.
3.18 may take two days
If there is time left in the 9 weeks,
you could work on grammar, read
the rest of The Diary of Anne
Frank, or go deeper into the
Holocaust
https://www.youtube.com/watch?v=PvfiHmOFY78
(I Escaped a North Korean Prison Camp)
The Diary of Anne Frank play
By Francis Goodrich and Albert Hacket
Grade 8 Curriculum Map
Unit 4: The Challenge of Comedy (Suggested Time: 8.5 weeks)
Reading
Goals: To analyze how a variety of authors
create humor in print and nonprint texts
a To analyze how humor is used to reveal a
Embedded Assessments
1: Writing an Analysis of a Humorous
Text
2: Performing Shakespearean Comedy
Writing and Research
Goals: To write a well-developed analysis of
a humorous text
Focus Areas: Narrative, Expository,
universal truth or theme
Essential Questions
To analyze a scene from a Shakespearean
comedy
Genres: essays, comic strips, political
cartoons, an article, film clips, a short story, a
novel excerpt, poetry, drama, an
informational text
Key Texts: “Made You Laugh,” from
Brothers, “I’ve got a few pet peeves about
sea creatures,” “The Open Window,” from
The Adventures of Tom Sawyer, “They Have
Yarns,” “Mooses,” “Is Traffic Jam
Delectable?” “The Power of Pets,” print and
film excerpts from A Midsummer Night’s
Dream, from “Fear Busters—10 Tips to
Overcome Stage Fright”
How do writers and speakers use
humor to convey truth?
What makes an effective performance
of a Shakespearean comedy?
Language and Writer’s Craft
Goals: To understand verbals and how they
are used in writing
Focus Areas: verbals
Targeted Language Arts Florida Standards
LAFS.8.RL.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 3.7, 3.9, 4.10;
LAFS.8.RI.1.1, 1.2, 1.3, 2.4, 2.5, 2.6, 4.10;
LAFS.8.W.1.2, 1.3, 2.4, 2.5, 3.7, 3.9, 4.10;
LAFS.8.SL.1.1, 1.2, 2.4, 2.5, 2.6;
LAFS.8.L.1.1, 2.4, 2.5, 2.6
Speaking and Listening
Goals: To perform a scene from a
Shakespearean comedy
Sharing and Discussing Textual Evidence
Sharing and Responding in Writing Groups
Collaborating for Performance
Vocabulary
Academic: juxtaposition, caricature, deride,
denounce
Literary: satire, persona, irony, dialect, yarn,
alliteration, comedy, performance
Additional
Assessment
Opportunities
Narrative Writing Prompt: Activities 4.4, 4.13
Expository Writing Prompts: Activities 4.3, 4.4, 4.4, 4.5, 4.6, 4.8, 4.9, 4.10
Citing Textual Evidence: Activities 4.2, 4.4, 4.5, 4.6, 4.7, 4.8, 4.10, 4.11, 4.15
Rehearsal/Performance: Activities 4.14, 4.16, 4.17, 4.18, 4.20
Visual Representation: Activity 4.13
Reader/Writer Notebook and Key Ideas and Details Questions: ongoing
Unit Assessment: online
Grade 8 Curriculum Map
Unit 4 Pacing and Planning Guide
Dates
SpringBoard Activities
Fourth
Unit 4
Nine Weeks The Challenge of
Comedy
Days 1-4
Understanding the
Complexity of Humor,
Classifying Comedy
Activities 4.1-4.3
4.1-.5 day
4.2-2 days
4.3-1 day
Days 5-11
Humorous Anecdotes,
Finding Truth in
Comedy, Satirical
Humor
Activities 4.4-4.6
4.4-3 days
4.5-2 days
4.6-2 days
Days 12-22 Elements of Humor:
Comic Characters and
Caricatures, Comic
Situations, Hyperbole,
Comic Wordplay,
Planning and Revising
an Analysis of
Humorous Text
Activities 4.7-4.11
4.7-2 days
Differentiation for
Student Needs
District Expectations and
Opportunities for Additional Instruction
Continue the same game plan as in unit 1 and 2 for meeting district
expectations and teaching the standards.
4.2 presentation http://prezi.com/9cwz1gasr41n/an-analysis-ofhumor/
http://ed.ted.com/lessons/shakespearean-dating-tips-anthony-johnpeters
4.5 video https://www.youtube.com/watch?v=-1t9dg5dzQo
Days 23-25
Days 26-30
Days 31-33
Days 34-39
Days 40-42
4.8-2 days
4.9-2 days
4.10-2 days
4.11-3 days
Embedded Assessment
1-3 days
Creating Context for
Shakespearean
Comedy, Insulting
Language
Activities 4.12-4.14
4.12-1 day
4.13-3 days
Insulting Language
4.14-1 day
Close Reading of a
Scene, Acting
Companies and
Collaborative Close
Reading
Activities 4.15-4.16
4.15-1 day
4.16-2 days
Facing the Challenge of
Performance, Working
with Acting Companies
and Focus Groups, Same
Text, Different Text,
Dress Rehersal
Activities 4.17-4.20
4.17-1 day
4.18-2 days
4.19-2 days
4.20-1 day
Performing
Shakespearean
Comedy
Writing an Analysis of
Humorous Text
“Priscilla and the Wimps”
4.13 video
https://www.youtube.com/watch?v=fXrMBRwhCio&list=PLOQyg6FSnED8U4pK_gKWmBRMODWL7mfAb
If there is time left in the 9
weeks, you could work on
grammar
Embedded Assessment
2-3 days